Heidi Stoeck

by Geri Lovelace

Session Time: 04/23/2026 5:15 pm | Phase: Take Action, Optimize Performance | Session Length: 0:30

Goals

By May 7 Heidi will create a draft week 4 intervention module to use at the beginning of next school year in order provide students with authentic reading opportunities that strengthen their application of the skills they are explicitly learning in intervention groups.
Stage: Midpoint
Progress Data:
  • Today Heidi drafted her outline for week 4 of the intervention cycle. day 1 indep reading, day 2 listening and writing, day 3 phonics, day 4 practice oral reading, day 5 readers theater

Goal Information

Date: April 23, 2026

Attainment Scale:
Starting Point:

determining what resources are available, what types of authentic reading opportunities would be most engaging and beneficial.


Midpoint:

draft an outline of a plan


Target Goal:

Draft the full version of the plan to have ready for implementation in the fall.


Notes

Coach Log Note 1:

Today we wrapped up our discussion of her end-of-year goals and reflected on how the course has impacted her practice. She shared that she feels very positive about what she has learned, noting that she gained more from this course than from her entire master’s program. She also expressed that she now feels better equipped to support students at their individual levels and help move their learning forward.

We then shifted to her final teacher goal and explored ideas for incorporating authentic text into her instruction. She is interested in providing students with approximately 30 minutes of daily practice applying their reading skills. Some ideas we discussed included having students read passages and respond in writing, as well as implementing reader’s theater, which students could perform and record on Seesaw using a QR code.

She has already experimented with a version of this by using AI tools to create a reader’s theater script based on their current Wit & Wisdom text. This allowed her to scaffold the passage for lower-level readers while keeping it connected to whole-group instruction. This approach has opened up new possibilities for creating meaningful, text-connected reading experiences.

So far, she has drafted a rough outline of a weekly routine:

  • Day 1: Independent reading
  • Day 2: Listen to the story and complete a written response
  • Day 3: Word work practice
  • Day 4: Reader’s theater rehearsal
  • Day 5: Reader’s theater performance

We finalized her teacher goal and will meet one more time next wee

Next Steps

To Do: before we meet next time Heidi will draft her plans for a weekly routine tied to their curriculum.